Reading Response Chapter 4

1. Common potential project pitfalls are: long on activity, short on learning outcomes, technology layered over traditional practice, trivial thematic units, and overly scripted with many, many steps. Long on activity, short on learning outcomes is where the length of the project exceeds the amount of learning that would be done by the students. Technology layered over traditional practice is just a fancy way of saying "Power Point presentation" and we all know how much students love that phrase. Trivial thematic units involve a common theme in all subjects, like pumpkins or apples in the fall, these are not projects, just lessons with a common theme that don't necessarily provide a new experience to the students. Overly scripted with many, many steps is a difficult pitfall to avoid. As teachers, we want to guide our students, but with project based learning, the reins are handed over to the students when it comes to the learning process. We are here as spring boards and if we provide too many steps, the students will not be able to form their own questions and just follow the steps in order to gain an A on the project.
2. The greatest projects all share common, yet important qualities. These projects:

• are loosely designed with the possibility of different learning paths
• are generative, causing students to construct meaning
• center on a driving question or are otherwise structured for inquiry
• capture student interest through complex and compelling real-life or simulated experiences
• are realistic, and therefore cross multiple disciplines
• reach beyond school to involve others
• tap rich data or primary sources
• are structured so students learn with and from each other
• have students working as inquiring experts might
• get at 21st-century skills and literacies, including communication, project management, and technology use
• get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflection, and cooperation
• have students learn by doing 

3. Project ideas are everywhere, and once you find one successful project, that one find can lead you to many other successful projects to implement or even tweak if necessary. A teacher even managed to turn a class disruption into a class inquiry project. As cliche as it sounds, learning opportunities are all around, so it's beneficial if a future teacher keeps their eyes-and minds-open to all possibilities.
4. The steps to designing a project are:

1. Revisit the framework
1. make a final list of learning objectives for core subjects and allied disciplines
2. decide on the specific 21st-century skills you want to address.
3. identify learning dispositions you want to foster, such as persistence and reflection
2. Establish evidence of understanding. Imagine what students would know or be able to do once they have learned. Imagine how they would be different as learners and as people.
3. Plan the "vehicle" (the project theme or challenge). Think: What would students inquire about, do, create? 
4. Plan entree into the project experience.

5. This entire chapter discusses what to avoid with a project. By telling us what pitfalls to avoid, it is easier to know how to create a good final project for our group. It also provides much detail with which we can create a good final project.